Research On Minority Bilingual Teachers’ Subject Knowledge Of Urumqi Middle Schools

The outcome of the bilingual teaching is not ideal. Most of the teachers from theminority peoples tend to focus on the Chinese language level, and the developmentof its standard.In their view, the problem in the teaching process is the poor motherlanguage knowledge. According to them, such kind of issues will not occur if themother language is applied in school. However, the author has found that the fact isnot the case as it is mentioned above. It will be analyzed through the observation inthe communication with the bilingual teachers and students.The author has foundsome influencing factors of bilingual teaching efficiency through consultingavailable data, including the minority teachers’level of Chinese and subjectknowledge. Thus the paper raises the hypothesis that compared with the teachers’Chinese level, it is their subject knowledge that is the important factor affectingbilingual teaching. Based on this hypothesis, some necessary analysis anddemonstration have been done by means of triangulation. Firstly, the minoritybilingual teachers in five consolidated school of minority and Han nationalities ofTianshan in Urumchi are measured by the test, which is adapted from the subjectknowledge test of Chinese and Maths in Urumqi middle schools in2012. Accordingto objective scores and basic information of the bilingual teachers, the paper findsout three relevant factors through SPSS, including the bilingual teachers’ Chineselevel, majority and graduate college. That is to say, teachers who graduated fromnormal university with high Chinese level and degree, have a high subject knowledgelevel,and vice versa.I also audit the classes and talk to students, then analyze thecontent of lessons and interviews in line with relevant theories of the importance ofteachers’ subject knowledge. After that, the paper draws a conclusion that teachers’subject knowledge will directly affect their teaching efficiency and students’achievement, thus influence the effect of bilingual teaching. On this basis, the paperputs forward some feasible strategy to develop bilingual teachers’ subject knowledgeand improve their professional development, so as to promote bilingual teachingefficiency of Xinjiang.